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Sarva Siksha Abhiyan

Sarva Siksha Abhiyan District-HISAR

Introduction

" The World Conference on Education for All(EFA) held in March 1990 in Jomtien, Thailand, adopted a Declaration calling upon all the member States to take effective steps for achieving EFA by the year 2000." India was a signatory to the Jomtien Declaration and began working towards EFA commitments forthwith. The world Declaration on EFA was a reaffirmation of the policy orientation given to elementary education in the National Policy on Education(NPE) in 1986.

The Government of India is committed to Universalisation of Elementary Education(UEE), which has been accepted as a National goal since 1950. The Directive Principles of the Constitution of India envisage provision of free and compulsory education to all the children upto the age of fourteen years. For promotion of UEE Parliament of India has passed the Constitutional(86th Amendment) Act, making free and compulsory elementary education a Fundamental Right, for all the children in the age group of 6-14 years through inclusion of the new Article 21 A in Part III of the constitution, as follows:

"The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the state may, by law, determine."

The National Policy on Education, 1986 also specifies that UEE has three aspects: universal access and enrolment, universal retention of children upto 14 years of age and substantial improvement in the quality of education to enable all children to achieve essential levels of learning.

" Since this declaration was made in 1990, broad based efforts have resulted in a massive expansion of the education system in the country, raising the overall status of educational provisions in terms of the accessibility and participation. Various programme were launched such as Operation Black Board, District Primary Education Programme, Basic Education projects in various district and many others programme funded by the externals agencies in various states, all of these helped in the expansion of education for children in the age group of 6-14 years. Yet, closer analysis of basic statistics reveal glaring disparities in the progress made. These efforts were also guided by the concerns of equity. Certain sections of the society and certain geographical pockets in the country have failed to fully benefit from the investments made in education.

Thus to provide equal opportunities of education and demand for qualitative basic education all over the country the Government of India launched a national wide programme named Serva Shiskha Abhiyan(SSA) in all over the country covering all the districts during 2001-02. The main Aim of SSA is to provide useful and relevant Elementary Education for all the children in the age group of 6-14 years by 2010. There is also another goal to bridge all the Social, Regional and Gender gaps, with active participation of the community in the management of the schools.

In accordance with constitutional commitment to ensure free and compulsory education for all children up to age of 14 years, provision of universal elementary education has been a salient feature of national policy since independence. This resolve has been spell out emphatically in the National Policy of Education(NPE) 1986 and the Program of Action (POA) 1992. Also social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well – being especially with regard to life expectancy, infant mortality, nutritional status of children, etc. Studies have shown that universal basic education significantly contributes to economic growth.

National Committee’s Report on UEE in the Mission Mode 1999:   UEE should be pursed a mission mode with a holistic and convergent approach with emphasis preparation of District Elementary Education Plans for UEE. It supported the fundamental right to education and desired quick action towards operationalization of the mission mode towards UEE.

The Sarva Shiksha Abhiyan (SSA) is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education(UEE) through a time bound integrated approach, in partnership with states. SSA, which promises to change the face of the elementary education sector of the country, aims to provide useful and quality elementary education to all children in the 6-14 age group by 2010.

The SSA is an effort to recogonised the need for improving the performance of the existing school system and to provide community owned quality elementary education in the mission mode. It also envisages bridging of gender and social gaps.

SSA is a program with a clear time frame for universal elementary education which response to the demand for qualitative basic education all over the country. It is an opportunity for promoting social justice through basic education. SSA is an effort effectively involving the Panchyati Raj institutions, Village Education Committees , PTA and other grass root level structures in the management of elementary schools. It is a good opportunity for states to develop their own vision of elementary education.

     Objectives of Sarva Shiksha Abhiyan

1) All children in school, Education Guarantee Centre, Alternate Schools, ‘ Back to School’ camp by 2003.
2) All children complete five years of Primary Schooling by 2007.
3) All children complete eight years of elementary schooling by 2010.
4) Focus on elementary education of satisfactory quality with emphasis on education for life.
5) Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010.
6) Universal retention by 2010.

     PROCESS OF PLAN FORMULATION

Decentralized planning and management of elementary education is a goal set by the National Policy on Education, 1986. The Policy visualizes direct community involvement in the form of Village Education Committees (VECs) for management of elementary education. The POA, 1992, emphasized micro planning as a process of designing a family-wise and child-wise plan of action by which every child regularly attends school or NFE centre, continues his or her education at the place suitable to him/her and completes at least eight years of schooling or its equivalent at the NFE centre.

The 73rd and 74th constitutional amendments provide for decentralization of the activities and facilitate transfer of power and participation of the local self-government institutions or the Panchayati Raj Institutions. These structures have been providing voice to women, Scheduled Castes and Tribes, minorities, parents and educational functionaries. They have also, been delegated with responsibilities with drop out students, construction work, quality education awareness etc. In this regard, decentralization of school management to grass root level bodies is an important policy initiative.

During the 8th plan period several innovative efforts hove been made under the ongoing projects to establish decentralization. For instance, the District Primary Education Programme has shifted the planning mechanism from the state to the district level has gone one step further by assigning decision making processes to a block level committee. At the village level, a VEC has the main responsibility for community mobilization, school mapping, micro planning, renovation and construction of school buildings and improvement of pedagogical curriculum. In fact, the VEC is the backbone of education in the concerned village.

SSA adopts, " the bottom-up" process of planning, wherein the felt needs of the served communities and educational needs of the learners are well taken care of and the plan fits into the broad framework of the SSA. The sound planning process and consequently well elaborated plan proposals save the precious resources and time for implementation of the SSA.

To implement the SSA activities in better effective way the process of planning was distributed in four stages in district which are given below.
1. In the initial phase five expert members of different field were selected in a team named as District Core Team which guide the local level Education Committees and help them in preparing the proposals & Budget as per their need, under the guidance of DEO cum DPC, SSA Hisar and Principal DIET Mattersham, Hisar.
2. The core team conducted the meetings of BEO cum BRCs, ABRCs, upper Primary teachers, primary teachers, VEC and community members of the villages and parents of the children studied in the govt. schools. All the participants were oriented, update with the progress of the SSA during 2002-03, 2003-04 & 2004-05, shortcomings and limitations of the project during the last couple of year. They were requested to keep in mind the objective of UEE and work hard for achieving the same in the district.
3. The core team has conducted, with the help of Primary teachers, the survey of the children in the age group of 6-14 years during the month of February & March - 2004. On the basis of the survey report of the population, enrolled children, out of school children, children with special need(CWSN) were consolidated and the same was shared at village level.
4. The proposals received from the field were duly discussed with some of the Local level Committees members, Block Level Committees and District level committee and keeping the norms of SSA in mind the Annual Work Plan & Budget is prepared for the year 2005-06.

District Hisar under took the work of the preparation of Annual Work Plan & Budget 2005-06 in the month of Sept. 2004. A eight members District Core Team under the chairmanship of Sh. Ajit Singh Sanghwan, DEO cum DPC, Hisar was constituted. Various District Resource groups were also consulted for the preparation of AWP & B 2005-06. The following are the others seven members of District Core Team is:

· Sh. Parveen Kumar, APC, SSA Hisar
· Sh. Om Parkash, JBT,ABRC.
· Sh. Surender Kumar, Lecturer Math.,ABRC.
· Sh. Suraj Kumar, Lecturer English, ABRC.
· Sh. Pawan Kumar, Lecturer Biology, ABRC.
· Sh. Viney Malhotra, SS Master(Ex. member of Text Book Team of DPEP), GSSS Talwandi Rana.
· Sh. Arun Kumar, JBT(Ex. CRC. Nahar Kothi Barwala) GPS Shiv Puri Barwala.

Amongst above team four members were the member of District Core Team for planning of SSA Hisar for preparing the perspective plan during 2001-02 & 2002-03.

Various meetings were organized at various level in which sharing of experiences of progress made under SSA during 2003-04 & 2004-05 were made with the VEC/MTA/Teachers/Head/NGO members. The detail of the meetings which includes the no. of participants, venue, level and issues emerges and suggestions evolved are at annexure "Meetings".

District Hisar had under taken the preparation of Annual Work Plan & Budget far from the month of Aug. 2004 on 9.8.2004 when the ABRCs were imparted training on the norms of SSA & NPEGEL. District level and Block level planning teams were constituted in the month of Sept. 2004 and they were directed to hold the meetings with VEC/MTA/parents at habitation level. Since than various meetings were undertaken with the community, parents, village panchyat, MTA members. On 7th January 2005 a meeting of Block Education Officers cum BRCs was held in the DPC office to discuss regarding constitution of the local level planning teams. The capacity of all the participants were build and the latest norms of SSA was supplied to them. They were requested to organise the meetings of VECs/PTA members, teachers at village/school level and discuss with the participants regarding the education of their children. They were also directed to share the achievement made under SSA with the community.

One day training programme was organsied by the State Project Office for the planning team member on 10.11.04 at BRC Hisar-II. The state had directed the field functionaries to take the task of preparation of AWP & B 2005-06. Two member of the District Core Team(DCT) of SSA Hisar had participated in this training programme.

Again a three day workshop for the members of the district planning team was organsied at Panchyat Bhawan,Sec. 18 Chandigarh on 19.01.05 to 21.01.05. Two member of the DCT had attended the same. During this workshop various strategies were shared and the vision of the State was presented before the Districts.

Two day workshop were held at SIEMT Bhiwani on 15.02.05 & 16.02.05 to discuss the progress made by each district in the preparation of AWP & B 2005-06. The SSA Hisar had submitted the progress made till that day and shared the experiences with the members of the other district. A meeting to review of the progress made in the preparation of AWP & B 2005-06 were attended on 02.03.05 at State Project Office, Chandigarh. The State Project Office updated the district teams on various new instructions which were received recently from the Deptt. of Elemnetary Education, MHRD, GOI, N. Delhi and also reviewed the progress made by each district.

Again a consultative meeting of block level planning team were held on 26.02.05 at DPC office to update them regarding the directions received from the State Project Office. They were directed to have interaction with the community/target groups at village level and attend/organsied at least one meeting of VEC/PTA, Upper primary Teachers and Primary Teachers personally. The ABRCs also discussed with the district team regarding the proposals received from the field till to date.

A meeting was also organsied on 05.03.05 of the Block level planning team members. The consolidated proposals and data were collected from the block level planning teams and detailed discussion was held with them regarding the demand for civil works and various activities proposed by them.

Various proposals for civil works, TLE, Furniture, Teachers, School Grant, Teachers Grant, Maintenance grant were given by the heads/teachers/VEC members/PTA members and parents of the children in various meeting at different level. All the proposals received were duly included in the preparation of AWP & B 2005-06. They are also listed below.

A meeting of Parents of the children enrolled in the Govt. Primary IED Model School. Mini. Sectt. Hisar, was organsied on 05.03.04 in the school. One of the proposals given in this meeting, which is very dynamic, is to upgrade this school to Elementary level and provide the vocational training to the CWSN such as making of soft toys, Chalk, File Covers, Music( both Vocal & Instrument) etc. During the Block level Special Tournament for CWSN the interaction was made with the parents and the teachers teaching the CWSN by the block level team members and various suggestions were given by the parents and teachers of CWSN. All the above proposals are also listed below.

Like above several others meetings at village level, block levels, district level and state level were attended by the team members and suggestions and demand received in these meeting were consolidated. Various proposals for civil works, TLE, Furniture, Teachers, School Grant, Teachers Grant, Maintenance grant were given by the heads/teachers/VEC members/PTA members and parents of the children in various meeting at different level. All the proposals received were duly included in the preparation of AWP & B 2005-06.

The consolidated summary of suggestions of community, VEC/PTA members, Heads of the Schools, Teachers( Both Upper Primary & Primary) are given below.

· VEC may be strengthen to take the responsibility of ownership of schools. Community may be involved in the preparation of Education Plan of the Village. More power for monitoring of schools should be provided to VECs and non functional teachers should be called back.
· Health check up of the children should be conducted every year in the schools itself and suggestive medicines should immediately be provided to the students.
· Provision of Science laboratory for upper primary level be must. Every Middle school should have separate well equipped Science lab so that quality in education of Sc. May be achieved.
· School Betterment and TLM grant amount may be increased for both Primary and upper primary schools
· All the repairable class rooms be repaired on top priority and provision of major repair should also be made under SSA.
· The provision of Maintenance Grant may be revised to Rs. 4000/- for the schools with three or less than three rooms and Rs. 7500/- for rest of the schools regardless of the overall ceiling of Rs. 5000/-.
· The villages who achieved 100% enrollment of children in the age group of may be awarded.
· District Hisar has more Dhanis( Cluster of the Houses at the Field) than the Villages, because most of the farmers of block Hisar-I, Hisar-II, Barwala, Uklana, Adampur & Agroha are living in the fields with their few relatives. Due to this their girl child are not eligible for the Cycles distributed under SSA to those girls who are going to another village for class VIth education due to non availability of the upper primary schooling facilities in their resident village. Parents of the girls living in the Dhanis have requested to change the rules of eligibility of cycles so that most of the eligible girls can be benefited.
· Village folk also requested the Govt. to hand over the Govt. primary Schools to the Panchyat in real term, means that they will be fully responsible for the enrollment, retention, qualitative education and draw of the salary of the teachers.
· All the Villages without the Govt. Middle schooling facilities should be provided the Govt. Upper Primary Schools so that non of the students be out of the school due to lack of access of upper primary school. It was also suggested to upgrade all the primary schools to Middle schools or at least one per habitation.
· Most of the educated village folk has requested to implement the two tier of education system immediately in the state so that up to elementary level their children should not go out side for the education.
· The vacancies of teachers must be filled up.
· A list of best and worst teacher should be displayed at village block/district level.
· The drop out students should be identified with the help of VECs as well as teachers and incentives to be provided to the children and the VEC for enrolling the same and their retention in the school.
· The Text Books provided to all the girls and SC boys should also be provided to all the rest of children enrolled because most of them belong to poor families both at primary and upper level in Govt. Schools
· Strengthen the schools with toilets/urinals, buildings, drinking facility, etc.
· Provision of quiz competitions among students should be made annually.
· The syllabus of Govt. Schools and Private Schools must be similar.
· Text Books should be made available to the children on the day when the result of the previous class announced.
· Refresher course may be conducted for teacher every year.
· The Chokidwar may be the member of VEC as he knows every people in the village have the records of birth of children in the village.
· Teacher pupil ratio should in the proportion of 1:30 for primary schools..
· Computers may be provided in more upper primary schools as against one per CD block.
· One class 4th should be appointed in each and every school.
· Sports and Quiz competitions for teachers should be conducted annually at Block, District and State level.
· Provision of Library books should be made every year.
· More than 10 sets of Text Books be made available in book bank for new enrolled children in every school.
· The syllabus of upper primary level should be evaluated from time to time.
· All the branch schools should be upgraded to primary school immediately.
· Provision of electricity bills should be made available by SSA for primary schools
· Teacher training should be short duration of 3 to 4 days.
· Teacher training should be conducted continuos throughout the session at DIET level and avoid the training during the vacations.
· Extra curricular activities should be promoted under SSA such as Music, Dance, Paintings, Drawings etc. in the schools.
· TLM grant should be merged with the School Grant and the funds for TLM should be monitored by the VEC members.
· Pre nursery classes should be started in all the Govt. Primary Schools and one N.T.T. teachers post be sanctioned in all the GPS.
· Exposure visits of the teachers should be arranged under SSA every month.

     For CWSN

· More and more IED Model schools be opened.
· Already running GPS IED Model School at Hisar may be upgraded to middle classes because the CWSN afte completing class 5th has no school for upper primary classes.
· Vocational training should be arranged for the children of GPS IED Model schools such as Making of soft toys, Chalk, File Covers, Music(Both Vocal & Instrument) etc.
· Parents of the CWSN should be given training for handling of their children.
· Regular visits of Doctors/Experts, Therapists, Special Educators etc. should be arranged in IED Model school.
· Educational Tour for CWSN, their parents and teachers of IED schools should be arranged regularly.
· Provision of Attendant and swpeer cum chowkidar should be made at DC rates in the IED Model school.
· Provision for Aids and Appliances for CWSN be made.
· Computer education should be provided to CWSN.
· Transportation facilities should be continued.
· Ramps should be made in all the primary and upper primary schools.
· Resource rooms should be available at Block Level for CWSN.
· Uniform to all the children of GPS IED Model Schools be provided under SSA.
· Resource teachers should be appointed at block level.
· At least one Govt. IED Model school for both primary and upper primary children should be opened at block level.
· Special Tournaments for CWSN should be continued at State Level also.
· Training should be imparted to teachers for handling and education of CWSN.

On the basis of above said proposals/suggestions/demands the district core team has prepared the Annual Work Plan & Budget for the year 2005-06. to achieve the Universalisation of Elementary Education in the district Hisar.

     STATE PROFILE

"There is a region called Haryana which is like a heaven on earth"- Vikrami Samwat, 1385. Haryana was formed as a new state of India on Tuesday 1st November, 1966. Haryana's 5000 year old history is steeped in glory. It was here, 3000 long year ago that Lord Krishna preached " BHAGVAD GITA", the gospel of duty, to Arjun at the on set of great battle of Mahabaharat: " Your right is to do your duty and not bother about the fruits(outcomes) thereof " Haryana is proud of a rich culture heritage, the state is rich in folk. The seasonal and religious festivals glorify the culture of this region. This state has always remained a State for diverse races, cultures and faiths. It is on this soil that they met, fused and crystallized into something truly India.

Haryana has a total of 81 cities and towns, 6745 villages, 19 districts, 45 subdivisions, 65 tehsils, 31 sub tehsils and 114 community development blocks. For administrative purposes state is divided in to four divisions such as Ambala, Rohtak, Gurgaon and Hisar. Haryana is situtated in the north between 27 deg 37' to 30 deg. 35' latitude and between74 deg 28' to 77 deg 36' longitude. The climate of Haryana is very hot in summer and cold in winters. The river Yamuna flows along its eastern boundary. The entire state is inter connected with the roads of the length of 23684 Kilometers and also have the rail network.

1. Culture:

Haryana is proud of a rich cultural heritage. The state is rich in folklore. The people have their own traditions. The seasonal and religious festivals glorify the culture of this region. The dance is said to be the mother of all arts. Music and poetry exist in tune, painting and architecture in space. The creator and the creation, the artist and his work are one and the same thing. The dance is just not a form of recreation but something needed to release the physical and emotional energy. Folk dances, like any other creative art, helps in sublimating the performer's worries and cares.

Haryana has always remained a State for diverse races, cultures and faiths. It is on this soil that they met, fused and crystallized into something truly India. The people of Haryana have preserved their old religious and social traditions. They celebrate festivals with great enthusiasm and traditional fervor. Their culture and popular art are expressed mines, dramas, ballads and songs in which they take great delight.

With Hindi, Panjabi, Urdu and English forming the main languages, there are numerous dialects which are spoken throughout the length and breadth of Haryana. However, almost all of them have their base in Hindi with a smattering of Urdu and Panjabi thrown in for good measure. In towns and cities, English is still to be adopted as the household lingo, but is spoken in a hazy mixture of Hindi. The most striking feature of Haryana is its language itself; or rather, the manner in which it is spoken. Popularly known as Haryanavi (or as Bangaru or Jatu), it is perhaps a bit crude.

2. Admistration:

Haryana has a total of 81 cities and towns. It has approx 6745 villages. For administrative purpose the whole state is further sub divided into four division - Ambala, Rohtak, Gurgaon and Hissar. There are a total of 19 districts, 45 sub-divisions, 65 tehsils, 31 sub-tehsils and 114 blocks.

3. Location :

Haryana is situated in the north between 27 deg 37' to 30 deg 35' latitude and between 74 deg 28' to 77 deg 36' longitude. Haryana has Uttar Pradesh & Utraanchal on its eastern border, Panjab on its western border, Himachal Pradesh and Shivalik Hills on its northern border and Delhi, Rajasthan and Aravali Hills on its southern border. The altitude of Haryana varies between 700 ft to 900 ft above the sea level.

4. Geography:

Haryana has four main geographical features.
(a) Shivalik Hills: altitude varying between 900 to 2300 meters. These hills are the source of the rivers like Saraswati, Ghaggar, Tangri and Markanda.
(b) Ghaggar Yamuna Plain: It is divided into 2 parts – the higher one is called 'Bangar' while the lower one is called 'Khadar'.
(c) The semi-desert sandy plain: This area borders the state of Rajasthan and includes the districts of Sirsa and parts of Fatehbad, Hissar, Bhiwani and MahenderGarh district.
(d) Aravali hills: This is a dry area with uneven, irregular landscape.

5. Climate :

Climate of Haryana is similar to other states of India lying in the northern plains. It is very hot in summer (up to a high of 50 deg Celsius) and cold in winters (down to a low of 1 deg Celsius). The hottest months are May and June and the coldest being December and January. Rainfall is varied with Shivalik Hills region being the wettest and the Aravali Hills region being the driest. About 80% of the rainfall occurs in the monsoon season (July-September) and sometimes causes local flooding.

6. Rivers of Haryana:

The river Yamuna flows along its eastern boundary. The ancient Saraswati river was thought to have flowed throw Haryana but it has now disappeared. The river Ghaggar is its main seasonal river. It rises up in the outer Himalayas between the Yamuna and the Sutluj and enters Haryana near Pinjore, district Panchkula. Passing through Ambala and Hissar it reaches Bikaner in Rajasthan and runs a course of 290 miles before finally disintegrating in the deserts of Rajasthan. The Markanda river's is also a sessional river which originates from the lower Shivalik hills and enters Haryana near Ambala.

7. Transport System:

The main transport systems in Haryana are Roads and Railway.
· Haryana is a trend setter in the field of passenger transport. It has total length of 23684 kilometers. The remotest parts of the state are linked with metalled roads. its modern bus fleet of 3,864 buses covers a distance of 1.15 million Kilometers per day. About 2 million passengers travel by these buses everyday. It was the first State in the country to introduce luxury video coaches. The length of the national highways passing through Haryana is 665 km.
· Railway System: Haryana is well connected on the rail network. Under the NCR there is already a proposal to provide rail corridor connecting towns around Delhi linking the major satellite towns like Faridabad, Gurgaon, Bahadurgarh, Kundli etc. Similarly, there is also a proposal to provide rapid mass transportation system between Delhi and these satellite towns.

8. Water:

Water is available as Haryana is a land of canals. It has tapped its ground water resources to maximum. Life irrigation schemes, pump sets, and water channels supply adequate amount of water to the fields and industries. The State has already launched an ambitious program of brick lining the water courses. The Sutluj-Haryana link ( SYL ) canal will further add to Haryana's prosperity.

9. Educational Institutions:

Haryana has a network of educational institutions. While a primary school is available within in radius of one kilometer, middle level education facilities are available with in a radius of 1.87 kilometers and high schools are available with in a radius of 2.1 kilometers. There were 11013 Primary Schools, 1918 Middle Schools, 3023 High and 1301 Senior Secondary Schools functioning during 2001-02 in the State. There are 29 Polytechnic college, 30 Engg. colleges, 12 MBA, 18 MCA and 3 B. Pharmacy college in the state (Source:- Haryana at a Glance – DPR Haryana – May, 2002). Presently, there are four Universities and 214 Colleges with 161 Colleges of general education and 53 institutions exclusively for women in the State. Universities: The Maharishi Dayanand University at Rohtak, Kurukshetra University at Kurukshetra and Guru Jambheshwar University at Hissar are exclusively for the promotion of technical education and management studies. The Chaudhary Charan Singh Agriculture University at Hissar being one of the biggest Agriculture University in Asia is dedicated to agricultural education, research and development. The National Dairy Research Institute (NDRI), Karnal has been upgraded to the status of 'deemed university'. NDRI provides excellent education in the field of dairy science and technology.

The distribution of total enrolment in colleges category-wise was Arts and Science colleges 91. 04 percent, Teacher Training colleges 1.11 percent, Medical Colleges 1.66 percent, Agriculture colleges 1.00 percent, Engineering Colleges 3.20 percent, Veterinary colleges 0.33 percent. Physical education Colleges 0.59 percent and Oriental College 1.47 percent during the year 1998.

The 10+2 education system consists of two components i.e. vocational and general education. The vocational program was introduced in 1983-84 in 24 institutions. Their number rose to 118 with seating capacity of 15440 in 1998-99. The enrolment in these institutions was 16982 students in 1999-2000. As compared to All India Average of literacy rate of 52.21 per cent Haryana's literacy rate is 55.85 per cent. Stress is being laid on the promotion of primary education so as to check the drop-out rate at lower level. A number of incentives are also given to the students to attract them to the educational institutes.

Haryana’s main concern is to tackle the problem of illiteracy among its female population. The importance of education among girls and its over all impact on the welfare of children and community as a whole cannot be over ruled. Concessions and incentives for girls especially those belonging to backward and scheduled castes have gone a long way in promoting female education. Scheduled Caste girls in primary, middle and high classes are being provided with free uniforms. Scheduled Caste students are provided grants for books and stationery articles and are awarded scholarships and reimbursement of tuition fees.

DISTRICT PROFILE

Hisar town was inhabited by Firoz Shah Tuglak and contemporarily known as HISAR-E-FEROZA an Arabic word meaning FORT. Hisar is located at 29deg 10' north latitude and 75deg 45' East longitude. It is one of the important town of the state and earned a good name in the field of education and industrial growth during the past two decades. Hisar is famous for the Steel and cotton industries. The city is catering to the needs of not only of the population of the district but also the population of adjoining areas of Rajasthan and Punjab. Hisar was the largest district in the state till its reorganization into Jind, Bhiwani, Sirsa and Fatehabad. The district Hisar consists of two sub-divisions, four tehshils, three sub tehshils, six educational blocks and nine Community Development blocks.

There are 520 Govt. Primary, 89 Govt. Middle, 168 Govt. High and 88 Govt. Sr. Secondary schools in the district and 8 Govt. Aided Primary and 15 Upper Primary schools and 245 non aided and many privates schools which give education to the children in the age group of 6 to 14 years to achieve the desired goal of UEE in the district. In all the above schools 219045 children in primary classes and 132785 children in upper primary classes are enrolled. Whereas in the Govt. Schools the overall enrollment in the district is increased @17.74% annually for primary and 14.44% annually for upper primary since 2001. Whereas the enrollment of girls has increased @ 16.55% for primary and 13.17% for upper primary classes. Thus the rate of growth of girls education is slow as compared to the boys. Hence some additional steps are to be taken to enhance the girls education in the district.

In the district Hisar various development activities were undertaken since the state Haryana was formed. Most of the schemes run in the State was also functional in the district Hisar such as Schemes of social welfare, road development, water supply, Literacy Mission, Operation Black Board, Mid Day Meal scheme, District Primary Education Programme etc. The emphasis of all the above schemes to uplift the living standard of the people and to improve the quality of education & literacy among masses.

Mid Day Meal Scheme

This scheme was launched on 15 August, 1995 to give a boost to UEE in terms of increasing enrolment, retention and attendance in primary classes by supplementing nutritional requirements of children attending primary schools. It is an ambitious scheme that has been operationalised throughout the district as well as country in a very short period. The programme envisages provision of nutritious and wholesome cooked meal of 100 gms of food grains per school day, free of cost, to all children in classes I-V by 1997-98.

Operation black Board

This scheme launched in 1987, is aimed at improving the school environment and enhancing retention and learning achievement of children by providing minimum essential facilities in all primary schools. The scheme has brought about a remarkable quantitative and qualitative improvement in primary education. All primary schools have been covered under this scheme. The main aim of this scheme is to provide minimum requirement of teachers, rooms and other necessary infra structure to each school to run effectively with the help of community.

The main objectives of OBB Scheme are as follows :

· A building comprising at least two reasonably large all-weather rooms with a deep varandah and separate toilet facilities for boys and girls;
· At least two teachers in every school, as far as possible one of them a women; and Essential teaching-learning material including blackboards, maps, charts, toys and equipment for work experience.
The scheme is recently revised so as to:
· Provide flexibility to schools in providing teaching-learning materials relevant to their curriculum and local needs:
· To relate the scheme with micro planning wherever undertaken, so that supply of inputs is matched by demand side interventions to promote participation; Intensify training in the use of teaching-learning equipment's; and Extend the scheme to upper primary schools.
In addition, a number of externally funded projects and programmes were also currently under implementation amongst which the World Bank assisted District Primary Education Programme is the most prominent one. The programme that was launched in 1994 in this district had brought the quantity as well as qualitative improvement in the primary education system.

Literacy Rate


  Haryana Hisar
Particulars Total Male Female Total Male Female
Overall 68.59 79.25 56.31 65.85 77.62 52.09
Rural 63.82 76.13 49.77 61.08 74.44 45.49
Urban 79.89 86.58 72.05 79.13 86.44 70.53
Source:- Census Report-2001

Blockwise Literacy Rate


Sr. Name of the Percentage Literates Gender
No. CD Block Person Male Female Gap
1 Agroha 65.82 77.06 52.57 24.49
2 Adampur 65.39 76.26 46.59 29.67
3 Barwala 56.06 69.94 40.17 29.77
4 Hansi-I 60.00 73.52 44.32 29.20
5 Hansi-II 62.13 75.44 46.43 29.01
6 Hisar-I 64.86 77.20 44.46 32.74
7 Hisar-II 61.10 75.00 45.20 29.80
8 Narnaund 58.52 71.90 42.95 28.95
9 Uklana 56.83 69.34 42.27 27.07
Distt. Hisar 65.85 77.62 52.09 25.53
Haryana 68.59 79.25 56.31 22.94
India 65.38 75.85 54.16 21.69
Source: Series 7 of 2001 (Paper-1) of Census of Haryana

STATISTICS OF DISTRICT HISAR

1. Area : 3983 Sq. Km.
2. No. of Sub division : 2
3. Total No. of Revenue Villages : 275
4. Total No. of Panchyats : 331
5. Total no. of Villages : 372
6. Total No. of towns : 5
7. Total No. of Wards : 95
8. Total no. of C.D. blocks : 9
9. Total no. of E.D. blocks : 6

Population (2001 of district Hisar & Haryana)

  Haryana Hisar Haryana Hisar
Male 1,13,27,658 8,30,520 17,9,0758 1,27,395
Female 97,55,331 7,06,597 14,68,322 1,05,676
Total 2,10,82,989 15,37,117 32,59,080 2,33,071
Source : Census Report -2001

Literacy Rate

  Haryana Hisar
Particulars Total Male Female Total Male Female
Overall 68.59 79.25 56.31 65.85 77.62 52.09
Urban 63.82 76.13 49.77 61.08 74.44 45.49
Rural 79.89 86.58 72.05 79.13 86.44 70.53
Source:- Census Report-series

Sex Ratio

  Haryana Hisar
Total 861 852
0-6 Years 820 830
Source : Census Report -2001

EDUCATIONAL SCENARIO OF Hisar (All fig as on 30.9.2004)

1. No. of University : 2
2. No. of Colleges : 17
3. No. of Technical Colleges & ITI : 2 & 4
4. No. of DIET : 1
5. No. of Educational Blocks : 6
6. No. of Govt. Primary Schools : 520
7. No. of Branch Schools : 15
8. No. of Govt. Primary Aided schools : 8
9. No. of Upper Primary Schools : 345
10. No. of Govt. U.Pry. Aided Schools : 15
11. No. of sanctioned posts(Pry)-Govt. : 2739
12. No. of teachers in position(Primary) : 2668
13. No. of Sanctioned Posts in upper primary : 2750
(all subjects In all UPS)
14. No. of teachers in Position(UPS) : 2625

DEMOGRAPHIC CHARACTERISTICS - HISAR

Population of District Hisar

1991 2001
Male Female Total Male Female Total
652988 556250 1209238 830520 706597 1537117
Source: Series 7 of 2001 (Paper-1) of Census of Haryana

According to census report of 2001 Hisar district ranked 276th position among 593 districts in India in population size where as it ranked 3rd among the districts of the state. Decadal growth of the district was either static or declining trend in the commulative in the past since 1951, but in the last decade (1991-2001) in the district has witnessed an upward trend. The decadal growth as compared to 22.67 % of 1981-91 decade and slightly below the state average 28.06% and far above the India's average 21.34%. Due to shifting of population from rural area to urban area the decadal growth is more in urban area which is 38.86%.

Among the four tehsils in the district, Hisar tehsil has highest decadal growth of 28.69% and Narnaund tehsil has the lowest growth rate which is only 14.15%. Hisar city has recorded highest decadal growth rate which is 48.72%

Literate Population of District Hisar

1991 2001
Male Female Total Male Female Total
424507 185843 610350 545218 313037 858255
Source: Series 7 of 2001 (Paper-1) of Census of Haryana

Total literate population have been increased from 610350 to 858255 from1991 to 2001. The rank of Hisar district is 285th in India and 14th position in Haryana among 19 district.

Year Wise Enrolment in Primary Classes (Govt. & Aided Schools)

Fig. as on 30th Sept.

Year Overall Students SC Students
Male Female Total Male Female Total
1997-98 63517 57392
(47.46%)
120909 21345 19917
(34.12%)
41262
(34.13%)
1998-99 62700 59799
(48.42%)
123499 21023 20731
(33.80%)
41754
(33.81%)
1999-00 60159 55538
(48.00%)
115697 19760 19688
(34.09%)
39448
(34.10%)
2000-01 56176 52349
(48.24%)
108525 18450 18696
(34.24%)
37146
(34.23%)
2001-02 54234 51556
(48.73%)
105790 20513 18071
(36.84%)
38584
(36.47%)
2003-04 62927* 53970
(47.17%)
116897 22297* 18878
(45.73%)
41275
(35.31%)
2004-05 58360* 55879
(48.91%)
114239 23450* 20797
(47.00%)
44247
(38.73%)

(* means only of Govt. Schools)
Source:D.P.E.O.& BEOs Offices, Hisar

The above table shows the decreasing trend in enrolment in Govt. Primary Schools from 1998-99 to 2001-02. The decreasing trend is less in SC category. It is 14.33% in overall and 7.59% in SC category. But from 2001-02 on wards the enrollment is increased in the Govt. Schools. Again in 2004-05 the enrollment falls marginally because the State Govt. policies that the proper Birth certificates is compulsory for the admit ion in the Govt. Schools. Due to this children either shifts to the Pvt. Schools or opt for non enrollment. Even than the enrollment of girl child increased. Their share has been increased from 46.17 % in 2003-04 to 48.91 % in 2004-05(in all communities) and 45.73 % in 2003-04 to 47 %(in SC communities) in 2004-05 because of some additional incentives and various steps for enrolling them. The share of SC community has also been increased from 35.31 % to 38.73 % from 2003-04 to 2004-05.

Year Wise Enrolment in Upper Primary Classes (Govt. & Aided Schools)

Year Overall Students SC Students
  Male Female Total Male Female Total
1998-99 24863 18266(42.35%) 43129 9057 4760 (34.45%) 13817 (32.04%)
1999-00 21423 14599(40.53%) 36022 9718 4902 (33.53%) 14620 (40.58%)
2000-01 21512 16126(42.84%) 37638 10392 5875 (36.12%) 16267 (43.23%)
2001-02 22477 18892(45.67%) 41369 10894 6615 (37.78%) 17509 (42.33%)
2002-03 26435 23868(47.40%) 50350 11708 7258 (38.27%) 18966 (37.67%)
2003-04 27014 24005(47.05%) 51019* 8234 5774 (41.22%) 14008* (27.46%)
2004-05 26953 24431 (47.55%) 51384* 8851 7125 (44.60%) 15976 (31.09%)
(* means only of Govt. Schools)
Source: D.E.O, SDEO’s, & BRCs Offices, Hisar

The above table shows the decreasing trend in enrolment in Govt. Upper Primary Schools from 1998-99 to 2001-02. The decreasing trend is less in SC category. It is 14.33% in overall and 7.59% in SC category. From 2001-02 the enrollment had been increased in the Govt. schools but during 2004-05 it is marginally increased in all communities. The share of girls also increased but more in SC communities than in all communities. The share in enrollment of SC communities increased from 27.46% in 2003-04 to 31.09% in 2004-05. Various steps taken under SSA for the education of Girls and SC communities will be fruitful in enrolling the Girls and SC children in the coming years. This is so because these steps were taken seriously with more specific steps during 2004-05 such as providing the Bicycles to girls, remedial coaching classes & Hobby classes, awards to girls and SC children besides providing the Text books free. Introduction of NPEGEL scheme for the education of girls also helps in increasing the girl's enrollment during 2004-05.


Literacy Rate of District Hisar
1991 2001
Male Female Total Male Female Total
65.01 % 33.41 % 50.00 % 77.62 % 52.09 % 65.85 %

According to the above table the literacy for males has improved from 65.01 in 1991 to 77.62 percent in 2001 but literacy rate for female has jumped up tremendously from 33.41 percent in 1991 to 52.09 percent in 2001 but it is still lags quite behind male literacy.


Blockwise Literacy Rate
Sr. Name of the Percentage Literates Gender
No. CD Block Person Male Female Gap
1 Agroha 65.82 77.06 52.57 24.49
2 Adampur 65.39 76.26 46.59 29.67
3 Barwala 56.06 69.94 40.17 29.77
4 Hansi-I 60.00 73.52 44.32 29.20
5 Hansi-II 62.13 75.44 46.43 29.01
6 Hisar-I 64.86 77.20 44.46 32.74
7 Hisar-II 61.10 75.00 45.20 29.80
8 Narnaund 58.52 71.90 42.95 28.95
9 Uklana 56.83 69.34 42.27 27.07
Distt. Hisar 65.85 77.62 52.09 25.53
Haryana 68.59 79.25 56.31 22.94
India 65.38 75.85 54.16 21.69
Source: Series 7 of 2001 (Paper-1) of Census of Haryana

Still there has been a gap of 25.53 % in male and female literacy rate as compared to the national gap of 21.69 %. Literacy rate are slightly less than the state average both in rural and urban area of the district as well as male & female. In the district Adampur tahsil is on top position in males & females literates with 75.22 percent & 48.39 percent respectively. According to census of 2001 literacy rate of state is 68.59 percent whereas it is 56.31 percent for female.


Sex Ratio of District Hisar
Age Group 1991 2001
Overall 853 852
0-6 864 830
Source: Series 7 of 2001 (Paper-1) of Census of Haryana

Hisar district ranks 545th position among 595 districts in India. While analyzing sex-ratio of Hisar district, the position slowly going from bad to worse in the decades since 1951. It has come down from 871(in 1951) to 852 (in 2001) whereas the sex ratio for the state is 861(in 2001).


In the age group of 0-6 the sex ratio are disheartening as it has gone as low 779 in Hansi MC position is no better in the urban areas of Hisar tahsil where it is recorded as 806. In rural areas also sex ratio in the age group 0-6 is on the decline, it is as low as 803 in Narnaund tahsil and somewhat better in Hisar tahsil as 845. Sex ratios are declining all over Haryana due to preference of male baby over female baby and ultrasound test of determine the sex of unborn child.


Interestingly the sex ratio of literates is lowest in Non NCR Haryana for Narnaund tahsil as 517. It is 510 only in rural areas of the tahsil. Surprisingly Hisar tahsil follows next with a sex ratio of 518 followed closely by Hansi at 523.


INTEGRATED CHILD DEVELOPMENT SCHEME

The deptt. of ICDS has been running the Early Childhood Care centers in the district and providing the proper & free nourishment and pre schooling facilities to the children in the age group of 3 to 6 years. These centers are run by the Anganwari Workers and they are assisted by one Angan Wari Helper. There are 994 Anganwari Centres in the District in which 34271 boys and 30222 girls are enrolled as on 31.01.2005. The CD blockwise details of the Aganwari Centres and enrollment in these AWCs are given below:


Details of Anganwari Centres running in the nine CD blocks.
(as on 31.01.2005)
Sr.No. Name of the CD Block No. of ECCE Centres/AWCs
1. Hisar-I 129
2. Hisar-II 113
3. Hansi-I 166
4. Hansi-II 86
5. Barwala 123
6. Narnaund 116
7. Adampur 85
8. Uklana 91
9. Agroha 85
  TOTAL 994
Source : ICDS Hisar
Enrolment in ECCE Centres/AWCs in the District.
Fig. as on 31.01.2005
Sr.No. Name of the CD Block Enrolment
    Male Female Total
1. Hisar-I 4349 3781 8130
2. Hisar-II 3827 3563 7390
3. Hansi-I 5824 5132 10956
4. Hansi-II 2988 2568 5556
5. Barwala 4254 3862 8116
6. Narnaund 4291 3594 7885
7. Adampur 2947 2612 5559
8. Uklana 3121 2756 5877
9. Agroha 2670 2354 5024
  TOTAL 34271 30222 64493
Source : ICDS Hisar
EDUCATIONAL INDICATORS - HISAR
No. of Educational Institutions –CD wise
Fig. are in Numbers
S.N Name of Block Govt. Pry. Schools Middle Schools High Schools Sr. Sec. Schools Total UPS (5+6+7)
1 Adampur 61 9 16 11 36
2 Agroha 33 5 16 5 26
3 Barwala 58 15 16 12 43
4 Hansi-I 83 12 27 11 50
5 Hansi-II 36 2 11 9 22
6 Hisar-I 93 21 27 13 61
7 Hisar-II 85 10 81 14 55
8 Narnound 43 10 11 10 31
9 Uklana 30 5 13 3 21
  Total 520 89 168 88 345
Source: District Education Department, Hisar

In the district Hisar there are 520 Primary, 89 Middle, 168 High & 88 Sr. Sec. Schools run by the State Govt. as 31.01.2005. In the above list 7 primary schools had been upgraded to Middle schools, 5 schools middle to High and 9 High schools to Sr. Secondary schools during 2004-05 but they become functional from 01.04.05 are also included in the list. Besides these Govt. Schools there are 8 primary and 15 upper primary Govt. Aided Schools, 245 unaided Schools, many more Pvt. Schools and schools affiliated to the Central Board of Secondary Education(CBSE) and one school affiliated to the Indian Certificates for Secondary Education(ICSE). There are many more schools( so called shops) which are running even in the houses/shops whose exact nos. and enrollment cannot be known from any of the sources.


No. of habitation/VILLAGE with more than 300 population.
Fig. are in Numbers
S.N Name of Block No. of Habitations/ Villages/wards No. of Habitations > 300 Population Habitation – more than 300 population having Pry. School Habitation – more than 300 population having Upper Pry. School
1 Adampur 44 40 40 34
2 Agroha 25 23 23 22
3 Barwala 86 79 79 71
4 Hansi-I 99 93 93 47
5 Hansi-II 31 28 28 21
6 Hisar-1 85 87 87 51
7 Hisar-II 59 50 50 38
8 Narnaund 49 43 43 23
9 Uklana 31 24 24 13
  Total 509 467 467 320
Source: HH Survey, 2001

In the district Hisar there are 509 habitations which includes villages and wards of the urban area out of which 467 habitations had more than 300 population(as per the state norm of opening of school) all the habitation with more than 300 population are provided with the Govt. Primary Schooling facilities and only 320 out of 467 eligible habitations had the Govt. upper primary schooling facilities. There are 80 no. of wards without the Govt. upper primary schooling facilities in the urban area in these urban areas upper primary facilities is available either through the Pvt. Schools or the schools under CBSE/ICSE. There are 67 villages without Govt. upper primary facilities. Only in few of them have the alternate form of upper primary facilities. Hence in these villages/dhanis upper primary schooling facilities is needed.


GROSS ACCESS RATIO-Govt. Primary Schools
Fig. are in Numbers
S.N Name of Block No. of Habitations > 300 Population Habitation – more than 300 population having Pry. School Gross Access Ratio = No. of Habitations with more than 300 Population & Pry. School/No. of Habitation>300 Population
1 Adampur 40 40 100%
2 Agroha 23 23 100%
3 Barwala 79 79 100%
4 Hansi-I 93 93 100%
5 Hansi-II 28 28 100%
6 Hisar-1 87 87 100%
7 Hisar-II 50 50 100%
8 Narnaund 43 43 100%
9 Uklana 24 24 100%
  Total 467 467 100%
Source: HH Survey, 2001

According the above table that as per the state norm no habitation is without the primary schooling facilities. Thus access for primary classes is not a problem in the district. But in some of the area in the villages a primary school is located on one side of the village which leads to travel by more than 1 km(as per the state norm for primary schooling facilities) by the children for going to schools or some dhanis(clusters of houses) are also far from the primary school more than 1 KM. Hence in those areas new primary schools are proposed to open.


GROSS ACCESS RATIO-Govt. Upper Primary Schools
Fig. are in Numbers
S.N Name of Block No. of Habitations > 300 Population Habitation – more than 300 population having Upper Pry. School Gross Access Ratio = No. of Habitations with more than 300 Population & Upper Pry. School/No. of Habitation>300 Population
1 Adampur 40 34 85.00%
2 Agroha 23 22 95.65%
3 Barwala 79 71 89.87%
4 Hansi-I 93 47 50.54%
5 Hansi-II 28 21 75.00%
6 Hisar-1 87 51 58.62%
7 Hisar-II 50 38 76.00%
8 Narnaund 43 23 53.49%
9 Uklana 24 13 54.16%
  Total 467 320 68.52%
Source: HH Survey, 2001

According the above table Gross Access Ratio of Govt. upper primary facilities are not so encouraging i.e. only 68.52% of the total habitation had the Govt. upper primary schooling facilities. As explained earlier in the urban area the situation is not so worse because upper primary schooling facilities are provided by the Govt. Aided/non aided and other institutions under CBSE/ICSE. But in the villages situation is serious because 67 habitation in the villages are without upper primary schooling facilities. Hence more no. of primary schools to be upgraded for Middle schools are proposed here in these villages..


NUMBER OF PRIMARY SCHOOL TEACHERS(as on 28.02.2005)
Fig. are in Numbers
Sr. No. Name of Block Sanctioned Posts Teachers in Position Vacant Posts
1 Adampur 259 249 10
2 Agroha 200 195 5
3 Barwala 342 341 1
4 Hansi-I 376 367 9
5 Hansi-II 298 295 3
6 Hisar-1 502 482 20
7 Hisar-II 318 302 16
8 Narnaund 284 280 4
9 Uklana 158 157 1
  Total 2737 2668 69
Source: DPEO Office, Hisar

In the district in all the 520 Primary schools there are 2737 HT & JBT posts are sanctioned and 2668 teachers are in position i.e 97.48 % of sanctioned posts are already filled.


NUMBER OF UPPER PRIMARY SCHOOL TEACHERS(ALL)


Fig. are in Numbers
Sr. No. Subject Sanctioned Posts Teachers in Position Vacant Posts
1 Mathematics 341 331 10
2 Science 395 359 36
3 Social Studies 736 701 35
4 Hindi 335 321 14
5 Sanskrit 360 346 14
6 Home Science 19 19 0
7 Drawing 312 301 11
8 P.T.I. 250 245 5
9 Punjabi 1 1 0
10 Agri. Master 1 1 0
  Total 2750 2625 125
Source: DEO Office, Hisar

In the district there are 345 Govt. upper primary schools and total 2750 upper teacher posts are sanctioned out of which 2625 posts are filled as on 31st Jan. 2005 i.e. 95.45% posts are filled in the upper primary schools.


GROSS ACHIEVEMENT RATIO OF GOVT. SCHOOLS
(2004-05)
Fig. are In numbers
Sr. No. Name of Block No. of students enrolled in class 5th 30.09.03 No of students appeared in class 5th examination in March 2004.. No. of students passed class 5th examination on 31.03.04 No. of students failed in class 5th examination on 31.03.04 Gross Achievement Ratio= No. of students passed/No. of students appeared X 100
1 Hisar-I 3964 3902 3717 185 95.26%
2 Hisar-II 6150 6059 5665 394 93.50%
3 Hansi-I 3424 3389 3122 267 91.12%
4 Hansi-II 1826 1798 1613 185 89.71%
5 Barwala 4539 4501 4303 194 95.60%
6 Narnaund 2669 2611 2270 341 86.94%
  Total 22572 22260 20690 1570 92.95%
Source : DPEO Hisar

As per the above table the passed out percentage of the class 5th students of the Govt. Schools are 92.95% which is very good. The results of class 5th examination of Barwala Block is the highest and that of the Narnaund block is the lowest.


TRANSITION RATE OF GOVT. SCHOOLS(2004-05)
S.N Name of Block Students passed class 5th examination on 31.3.04 Students enrolled in the class 6th of the Govt. school on 30.9.04 Transition Rate= No. of students enrolled in class 6th/No. of students passed class 5th.
1 Adampur 2036 1741 85.51%
2 Agroha 1681 1412 83.99%
3 Barwala 3151 2561 81.28%
4 Hansi-I 3389 2725 80.41%
5 Hansi-II 1798 1459 81.15%
6 Hisar-1 3902 2799 71.73%
7 Hisar-II 2342 2106 89.92%
8 Narnaund 2611 1809 69.28%
9 Uklana 1350 1085 80.37%
  Total 22260 17697 79.50%
Source:- BRCs, DPEO and SDEO offices, Hisar.

As per the above table the transition rate of the students of Govt. Schools is 79.50% it means out of 100 students passed the primary classes only 79.50 are enrolled in the Govt. Upper Primary Schools and rest of the students either opted out for non availability of the Govt. upper primary schools in the villages or either shift to the Pvt. or other alternative schools. The Transition rate of the Narnound block is lowest. The second lowest is the Hisar-I block because all most all the urban area of city Hisar falls under Hisar-I, it means there are option of the students to shift from Govt. to Non Govt. schools. Highest transition rate is in Hisar-II & Adampur blocks it is so because most of the villages in both the blocks are having the Govt. upper primary schooling facilities due to the region of Ex. Chief Minister Sh. Bhajan Lal.

INDEX OF GENDER EQUITY – PRIMARY LEVEL

Category : ALL GIRLS         Fig. are in Percentage

S.No Name of Block Percentage of Girls w.r..t Total Population(6-11) Percentage of Girls Enrolment w.r..t Total Enrolment(6-11) Percentage of Gender Equity *
1. Hisar-I 45.18 44.43 98.33
2. Hisar-II 45.32 45.24 99.83
3. Hansi-I 43.48 42.40 97.52
4. Hansi-II 45.27 44.94 99.26
5. Barwala 45.23 44.50 98.39
6. Narnaund 44.68 43.65 97.69
Total 44.91 44.24 98.52
           Source : HH Survey-2001

* IGE = % of Girls w.r..t total enrolment (6-11) / % of Girls w.r..t total population(6-11)

INDEX OF SOCIAL EQUITY – PRIMARY LEVEL

Category : SC             Fig. are in Percentage

S.No Name of Block Percentage of SC population w.r..t Total Population(6-11) Percentage of SC Enrolment w.r..t Total Enrolment(6-11) Percentage of Social Equity *
1. Hisar-I 22.08 20.01 90.60
2. Hisar-II 25.35 24.50 96.64
3. Hansi-I 23.42 22.85 97.54
4. Hansi-II 27.83 25.81 92.73
5. Barwala 30.34 26.51 87.37
6. Narnaund 26.30 23.38 88.91
Total 25.27 23.21 91.84
     Source : HH Survey-2001

ISE = % of SC children w.r.t. in total enrolment (6-11) / % of SC Children w.r.t. in total population(6-11)

PR0GRESS OVERVIEW

The Serva Shiskha Abhiyan launched in 2002-03 in the district and since than a lot had been done in the education system of the district. During 2002-03 major work was of Civil Works and providing the Teaching Learning Equipment(TLE) to 232 upper primary schools of the district not covered under OBB scheme. But the SSA programme was in full swing in during 2003-04. Rs. 794.33 lacs of funds was allocated during 2003-04 and Rs. 228.30 lacs were spillover of 2002-03 to 2003-04. Out of total budget of Rs. 1022.63 lacs Rs. 592.87. lacs were spent and Rs. 66.55 lacs was spillover to 2004-05. Thus 57.98 % of the total budget was spent and 6.51% of the budget was spillover hence total of 64.49% of the budget was utilised. Rest of the budget unutilised was of the salary of the BRCs & CRCs, teachers training, non availability of Text Books, community training, IED activities, Research Evaluation, Management Cost, Alternative & Innovative Education etc are due to the non appointment of the field staff i.e. ABRCs/CRCs.

Physical achievements of the year 2003-04:

· As proposed 11 branch primary schools was upgraded to the primary school. The salary of the primary and upper primary schools upgraded during last two years had been utilised.
· All the proposed civil works was under taken and only few of them are yet to complete hence the final installments of these works are proposed for spillover.
· The purchase of TLE to 232 upper primary schools & 13 primary schools are under progress. The TLE of 11 primary school are proposed for spillover to 2004-05.
· Maintenance & Repair grant, School grant & teachers grant are utilised during 2003-04.
· 13 Days in service training was imparted to 2122 primary teachers and 1819 upper primary teachers.
· Training to community leaders was under progress during 2003-04. The training to M.T. had been imparted.
· One Model school for CWSN is running at GPS Mini. Sectt. Hisar. 60 CWSN were enrolled and they were provided the free transportation facilities and other supportive facilities in this school.
· Medical checkup was under taken for the CWSN of the district and necessary aids & appliances were provided to the needy children.
· Special sports and cultural tournaments were organsied at block & district level for the CWSN.
· Computers were provided to 9 upper primary schools so that they can impart computer education to the children in the age group of 6-14 year.
· Water Camper was provided to all the 994 AWCs as per their demand.
· Various mobilisation activities had been conducted for enrollment drives and for mobilisaing the community for SSA.
· Text Books were provided to all the girls and SC boys enrolled in Govt. primary and upper primary schools.
· Three new BRC buildings were constructed during 2003-04.
· Urinals/Toilets for staff of the upper primary schools were constructed in all the 337 upper primary schools.

ACHIEVEMENT DURING 2004-05

During 2004-05 SSA get the pace and the activities proposed in the Annual Work Plan & Budget 2004-05 has been under taken in great spirit and special focus was given on the education of Girls and SC children. Special enrollment drives has been undertaken in villages to achieve the 100% enrollment of the children in the age group of the 6 – 14. More efforts were also made in the enrolling the out of school children in the AIE centers. Cycles were also provided to girl children to enrolled in the class VIth outside her resident village due to non availability of the upper primary schooling facilities. Text books, awards, Computer aided learning, remedial coaching classes and Hobby classes were the other activities which focused on the retaining the children in the school and achieving the qualitative education. Special steps were undertaken for the girls, SC children and Children with special needs(CWSN). For the inclusive education of the CWSN a Model IED School is working since last two years.

Budget of Rs. 1587.73 lacs were sanctioned for the year 2004-05 out of which Rs. 1521.18 lacs were the fresh proposals and Rs. 66.55 lacs were the spillover from 2003-04. An amount of Rs. 719.23 lacs were spent on various activities. The physical achievements of the year 2004-05 are as follows:

1 Up gradation of Branch Primary schools

As proposed in the AWP & B 2004-05 to upgrade the 23 branch primary schools to Primary schools had been upgraded and the Department of Primary Education had been directed to provide the teachers in these schools.

2 TEACHERS

Teachers has the most important place in the system of education. We can have good infrastructures, students & other facilities but if there are no teachers then the whole system collapses. So under SSA norms it is proposed to provide minimum two teachers at each primary school. The teachers in newly upgraded schools had been provided by the department of Primary Education. The salary of the teachers for these 23 schools had been deposited with the department.

3 CLASS ROOM

To facilitate the teaching in the schools 180 additional class rooms were constructed in the primary & upper primary schools. The construction of all the proposed 180 no. of additional class rooms were under progress out of which 38 nos. are already completed.

4 FREE TEXT BOOKS

It has been observed from the past experiences that the weaker sections of the society pull out their children from schools due to high cost of books and other materials. Many polices have been launched by State Govt. to retain these children specially girl child & the children of the SC community in schools. Under SSA it has been proposed to provide free text books to all girls and SC boys studying in Govt. schools from class I to VIII. Free text books to children studying from class I t o VIII were provided for a total cost of Rs. 50 lacs. Most of the Text Books were distributed to the children during the month of the April & May 2004. While distributing these books mark of SSA were stamped and a serial/stock no. were written and efforts were made that the student get the same serial no. of books of all the subject so that theft and other unfair practices were prevented.

5 CIVIL WORKS

To provide basis Physical facilities to students is the one of the top priority and important function of SSA. If the basic infrastructure is not available than the teaching learning process is not so healthy. So as per the norms 33% of the total budget is meant to be utilized for civil works under SSA. During 2004-05 21.99 % of the total budget were sanctioned for the civil works i.e. Rs. 334.50 lacs. As proposed the construction of all the 180 additional class rooms were undertaken and 38 of them already completed and rest are under progress. 7 primary school buildings and 1 upper primary school building were sanctioned to the building less schools. 4 of the primary and 1 upper primary school building had been started and for rest of 3 primary school building, all are in the urban areas and the district administration had been requested several times to provide the land. 6 Toilets and 4 Drinking Water facilities had also been under progress in the upgraded primary schools. Details of the progress of civil works are attached on tables.

6 MAINTENANCE & REPAIR GRANT

Repair of existing rooms and buildings had been given priority during the planning for school infrastructure. Repairs of the buildings are much more cost effective than a new construction and therefore it should be encouraged. Though fund for carrying out major repairs are not available under SSA, various funds available at the state and district level can be used for this purpose. This year some funds were also provided by the Board of School Education Haryana, Bhiwani for major repairs of the buildings. The building funds available in the schools were also encouraged to be utilized for the major repairs. Maintenance Grant had been utilized for minor repairs in the schools and request were made to the community in various meeting to come forward for major repairs of the schools of their surroundings. As per approved budget maintenance grants were released to all the VECs of the primary & upper .primary schools who have their own buildings of Rs. 41.67 lacs.

7 TEACHING LEARNING EQUIPMENTS.

In teaching process TLE has an important role to play. Through TLE subject matter could be brought to children in a effective manner. In old traditional system teacher used to teach classes only through books but now he has to take help of many TLE i.e if a teacher has to teach science subject he can transmit the idea in a better way by giving demonstrations through Apparatus/equipments. For teaching of Geography Globes, Maps etc. are required. Similarly, for teaching of languages now audio and video CDs are available. So there is a need of setting up of well equipped equipment in each school for better teaching & learning process. The spillover amount of TLE had been utilized and for the fresh sanctioned budget of Rs. 2.30 lacs orders had been placed.

8 SCHOOL GRANT

Various equipments are there in the schools for the better environment of the schools which become un-serviceable after a long use. A grant of Rs. 2000/- per school was released to VEC for the replacement of the non functional equipments in the schools. All the 337 upper primary schools and 497 primary schools grants worth of Rs. 16.68 lacs had been provided at the disposal of VECs..

9 TEACHER GRANT

Science teaching learning material play a crucial role in actual curriculum transaction both at the primary and the upper primary stage. As proposed a grant of Rs. 500/- per teachers were issued to 2162 primary teachers and 2518 upper primary teachers worth of Rs. 23.40 lacs. This grant was utilized by the teachers as per the class room transaction requirements.

10 TEACHER TRAINING.

All the teacher teaching Primary & Upper Primary Classes were reoriented for 20 days. All the teachers had participated in two cycle of regular trainings i.e. 8 days during summer vacations & 7 days during winter vacation. 5 days in the m/o Oct., Nov., during 2004 and Jan., Feb., & March during 2005 extended Teacher Training at CRC level was imparted by the ABRCs in which their routine teaching problems were discussed. During 2004-05 trainings were based on the following topics:
· The focus of training for Primary Class Teacher was about teaching of English for class IV & Vth which has recently been introduced in the State curriculum.
· The thrust of training for Upper Primary Teacher was on the NCERT books which were introduced in the Govt. Schools and some general topics related to their subjects concerned.
· 10 days training was imparted to newly appoint Primary teachers during Sept. & Oct. 2004.
· Primary Teachers Training:-

Sr. No. No. of batches Male Teachers Female Teachers Total Teachers
1. Summer Vacation- 50 1054 962 2026
2. Winter Vacations-52 1359 1064 2433
3. Newly appointed Teachers-7 214 121 335
4. ETT- 45 Centers 1369 1073 2452

· 2026 teachers got training during the summer vacations out of 2238 in position teachers.
· 41 primary teachers got the training on IED at Sirsa.
· All 335 newly appointed primary teacher got 10 days induction training.
· The newly appointed teaches also imparted training during winter vacation and ETT.
· Upper Primary Teacher’s Trainings:-

S. No. Subject No. of Batches

Male Teachers

Female Teachers

Total Teachers
A Summer vacations
1. SS 18 421 241 662
2. Math. 9 234 98 342
3. Sc. 9 200 93 293
4. Hindi 9 106 189 305
5. Sanskrit 9 189 65 254
B Winter vacations
1. SS 16 418 250 668
2. Math. 8 210 96 306
3. Sc. 9 185 115 300
4. Hindi 9 106 204 310
5. Home Sc. 1   23 23
6. Sanskrit 9 216 66 282
7. PTI 7 222 32 254
8. Drawing 8 224 86 310

· SS- 662/708 during summer vacation and 668/708 during winter vacation trained.
· Math. Master-342/346 during summer vacations and 306/346 during winter vacation trained.
· Science Master- 293/354 during summer vacation and 300/354 during winter vacation trained.
· Hindi Teacher- 305/307 during summer vacation and 300/307 during winter vacation trained.
· Sanskrit Teacher- 254/287 during summer vacation and 282/287 during winter vacation trained.
· Home Science mistress- 23/23 were trained during winter vacation.
· PTI- 254/268 was trained during winter vacation.
· Drawing Teacher- 310/311 was trained during winter vacation.

11 Training of Community Members

4 members of each Village Education Committee were trained by ABRCs during 25.02.05 & 28.02.05. The main stress in this training was to make the VEC members more active and mobile. Works of best VEC had been highlighted so that they can also be motivated. Various schemes running under SSA & NPEGEL had been updated to them. Share of experiences were also made in this training and their suggestions were also asked for and due weight age were given to the proposals and suggestions of VEC members in the preparation of AWP & B 2005-06.

12 EDUCATION FOR CHILDREN WITH SPECIAL NEED

(CWSN)

Integrated Education for the disabled children/inclusive education is a prominent component of the project of Sarva Shikha Abhiyan. A large number of activities are undertaken in view of this component. Most of the activities and programmes are at the district level and block level. It should be ensured that the benefit of the programme reach the targeted children.

The very first step was undertaken to enroll the out of school CWSN with the help of teachers and identified their special needs. IED Model School had been running at GPS, Mini. Sectt. Hisar and 65 CWSN were enrolled in this school. Transport facilities in the form of Auto Rishkaws were provided to carry the children from their residence. Time to time Doctors, Physiotherapists and Clinical Psychologist visited this school to monitored the Health and overall progress of the students. All the due benefits available for these CWSN was provided to them from other deptt. such as IEDC scheme, Social welfare deptt., Red Cross, Health deptt. etc. Medical Check up of these children was also done with the help of the Doctors/experts of the Health deptt., Civil Hospital.

District Red Cross, Hisar had requested to assist the SSA in providing the Appliances to the needy children on the advice of the Doctors/experts. Two prosthetic assistants were deputed by the Red Cross to get the measurement of the needs of the appliances and after that as per the following table appliances were provided to the needy children.

Details of Appliances

Sr No. Name of the Block Calipers with shoes Shoes Crutches Tricycle Wheel Chair Total appliances
1. Barwala & Uklana 10 1 4 7 5 27
2. Narnaund 9 3   10 5 27
3. Hisar-I, Hisar-II, Agroha & Adampur 16 8 4 8 4 40
4. Hansi-I & Hansi-II 16 7 19 8 8 58
Total 51 19 27 33 22 152

During the medical camps there were 692 CWSN were examined by the doctors/experts as per the details given below:

Sr. No. Venue No. of Children participated No. of Parents participated No. of Teacher's/ officials participated No. of Doctors examined the CWSN
1. Barwala 150 50 22 5
2. Hisar 261 152 38 6
3. Narnaund 136 40 17 5
4. Hansi 190 74 30 5
Total 692 316 107 21

Special Sports Tournaments were organsied at block, district and State level for the CWSN during the month of Nov. & Dec. 2004. A district level tournament was organsied on 23 & 24 Nov. 2004 at GPS IED Model School, Mini. Sectt. Hisar and 189 CWSN of primary and upper primary classes had participated in this tournament.

District Hisar had participated in the State Level Special Sports Tournament at Yamuna Nagar from 3rd Dec. 2004 to 5th Dec. 2004. 63 CWSN from Hisar had participated in the above special tournament and had won the highest no. of positions in this game as per the detailed attached in the Annexure-IED games. The CWSN of Hisar had won the following positions in the State Level Special Sports Tournament which was organsied at Yamuna Nagar.

The CWSN of Hisar had won the following positions in the State Level Special Sports Tournament which was organsied at Yamuna Nagar.
* First Positions 22
* Second Positions 15
* Third Positions 9
* Forth positions 11
* Total Positions 57

13. RESEARCH EVALUATION, SUPERVISION AND MONITORING

A total provision of Rs. 1500 per school year has been made for community based monitoring, supervision, research & evaluation. Out of this fund of Rs. 1500/- an amount of Rs.100 per school will be available at the National level. The state will decide on the requirement of resources at various levels. from the balance of Rs. 1400 per school. Under the above component district Hisar had utilized little funds on one Research study conducted by the SIEMT, Bhiwani on the topic, “ To study the assessment of utilization of the Teacher Grant and its impact on Elementary Education” and 7 ABRCs of the district had undertaken the Action Research on 7 different fields( copy of the topics attached at Annexure-Action Research. Monitoring and supervision of schools was also done with the help of ABRCs.

14 MANAGEMENT COSTS

A. DPIU. District Project Implementation Unit office for SSA Hisar is situated at Mini Sectt.Quarters, Hisar. This office is very important as all the events are planned, executed & monitored by this office. For implementation & monitoring of SSA activities at Distt. Level a DPIU was established under the chairmanship of worthy ADC cum Chairman, Hisar. In this DPIU various post had been created and are functuional(List of Staff Statement attached herewith at Annexure-Staff Statement).

The main task before the DPIU to guide and have better coordination with the BRCs & ABRCs. The officials deputed at DPIU providing the necessary help and guidance to the field functionaries and it become the very important link between the state/national project offices & grass root functionaries. It provide both side the support, supervision, evaluation and suggestions. The capacity of the staff at DPIU had been updated time to time and Officers were regularly attending various trainings, workshops, seminars, meetings at National/Regional/State/District level. The details of Workshops, seminars, trainings etc. attended by the DPIU officers and officials are attached at Annexure- Capacity buildings, Distt. Functionaries have better coordination’s and convergence with officials of other departments. Various mobilizations campaigns, meetings and rallies were organsied in the rural areas to motivate the village folks for enrolling their children in the schools. The details os such meeting are at Annexure- Mobilisation. A cluster level TLM exhibition was organsied at Hansi block in which TLM prepared by various teachers were displayed. Students were also participated in this TLM mela and they had the first hand use of the TLM. Teachers were motivated to prepare the hand made TLM items which is used by the students so that he can learn more effectively by using it. Such TLM had been discouraged which are readymade and costly. A photographs shown below of this TLM exhibition cum mela.

On the Republic Day celebration SSA Jhanki was displayed in this function. The SSA Jhanki had won the 2nd position consecutively. In this Jhanki Distribution of Cycles, Medical Check camps for the disabled children, Hobby classes and Teacher training was displayed which was appreciated by the community.

B. E.M.I.S The Management Information System(EMIS) in SSA has already been set up in DPC office under DPEP with 3 computers, Laser printer, DOT Matrix printer but the whole system is out dated because the system was supplied in 1996 with Pentium- I 1.2 GM and 16 MB RAM as the data related to DPEP is stored in the hard disk whole system has been slow in working. Post of programmer and the post of Data Entry Operator has been sanctioned, but are lying vacant. The DISE data has been feeded and submitted to the State Project Office.

15 INNOVATION

Under Innovation there are four major activities undertaken for Rs. 15 lacs is the maximum cost and Rs. 50 lacs is the limit for all these four innovative activites. The activities are:

A. EDUCATION FOR GIRLS
Education of girls, especially those belonging to schedule castes and schedule tribes is the primary focus in Sarva Shiksha Abhiyan. Budget of Rs. 15 lacs was allocated for this innovation. Efforts will be made to mainstream gender concerns in all the activities under the Sarva Shiksha Abhiyan Programme. Mobilization at the habitation/village/urban slim level, recruitment of teachers, up-gradation of primary into upper-primary schools, incentives like midday meals, uniforms, scholarships, educational provision like text books and stationery, will all take into account the gender focus. The conduct of various programmes in the field of elementary education, like DPEP and Lok Jumbish, have thrown up interesting and successful lessons on gender intervention for improvement in access, enrolment, retention and achievements of girls. Some of these, which was adopted by the distt. in SSA are as following:-
Regular Enrollment Drive was undertaken with the teachers, VEC members, Yuva Clubs, NGOs for enrolling 100% girls in the schools. villages named Shapur, Ludas, Kirtan, Sisar kharbala & Purana Kharia had successfully achieved the 100% enrollment of girls in the schools. Cycles were provided to 165 girls for enrollment in class VIth in the Govt. upper primary schools who were going out side her resident village due non availability of the upper primary school. A state level function on the Independence day were organsied at Mahabir Stadium, Hisar in which cycles to the eligible girls were distributed by the Chief Minister himself. During this celebration 165 girls had made the cycles on the grounds with the Chunnis of white & black colour. On the song of SSA for motivating the girls child for education these 165 girls performed rhythmic movements which received the appreciation from the gathering.
Remedial Coaching classes were conducted for the class 4th & 5th for primary classes and class 7th & 8th for upper primary classes. These classes were conducted during Oct. & Nov. 2004 and yield the appreciation from the community to continue this for throughout the year. But due to limited funds available these classes was not extended for more than two months. The classes were running in the seven blocks.

Hobby classes were organsied in 30 UPS on 10 Saturdays in the month of Nov. & Dec. 2004 & Jan. 2005. In these hobby classes like skills were taught to the girls enrolled in these Schools, The list of 38 schools are at Annexure-Hobby Classes. These hobby classes enhanced the interests of the community and the parents of the girls child to enrolled or to retain the girl. in the schools. Some of the materials made during these classes were displayed in the district level competitions on 14.03.05 and best three items were awarded.
Awards were also distributed to the first four position winner girls of class 5th and 8th on the basis of the Annual examination held during March 2004. This function was organsied at GSSS Shapur on 15th Dec. 2004. Approximately 2000 people had participated in this function. 36 girls of primary classes and 36 girls of class 8th were awarded. Library books were distributed among the winners as the award.

B. EDUCATION OF SC/ST CHILDREN

The educational development of children belonging to the scheduled castes and schedule tribes is a special focus in the Sarva Shiksha Abhiyan. Every activity under the project must identify the benefit that will accrue to children of these communities. Budget of Rs. 10 lacs were meant for this activity. The participation of details and tribals in the affairs of the school will be specially encouraged to ensure ownership of the Abhiyan by all social groups especially the most disadvantaged. For improvement in access, enrolment, retention and achievements of children of SC community the following steps were undertaken by the distt. These are:
Regular Enrollment Drive was undertaken with the teachers, VEC members, Yuva Clubs, NGOs for enrolling 100% children of the SC/ST community in the schools. villages named Shapur, Ludas, Kirtan, Sisar kharbala & Purana Kharia had successfully achieved the 100% enrollment of children in the schools.
Cycles were provided to 100 girls of SC community for enrollment in class VIth in the Govt. upper primary schools who were going out side her resident village due non availability of the upper primary school.
Remedial Coaching classes were also conducted for the class 4th & 5th for primary classes and class 7th & 8th for upper primary classes. These classes were conducted during Oct. & Nov. 2004 and yield the appreciation from the community to continue this for throughout the year. But due to limited funds available these classes was not extended for more than two months. The classes were running in the seven blocks and the details of beneficiaries are:
Hobby classes were also organsied in 8 UPS on 10 Saturdays in the month of Nov. & Dec. 2004 & Jan. 2005 for the girls of SC community. In these hobby classes like skills were taught to the girls enrolled in these Schools, The list of 8 schools are at Annexure-Hobby Classes. These hobby classes enhanced the interests of the community and the parents of the girls child to enrolled or to retain the girl. in the schools. Some of the materials made during these classes were displayed in the district level competitions on 14.03.05 and best three items were awarded.
Awards were also distributed to the first four position winner children of SC community of class 5th and 8th on the basis of the Annual examination held during March 2004. This function was organsied at GSSS Shapur on 15th Dec. 2004. Approximately 2000 people had participated in this function. 36 SC children of primary classes and 36 SC children of class 8th were awarded. Library books were distributed among the winners as the award. The photograph shown below depicting the Chief Guest DPEO, Hisar Smt. Sheela Bhakar, distributing the prizes to the children of SC community.

C. EARLY CHILDHOOD CARE AND EDUCATION

The Sarva Shiksha Abhiyan realizes the importance of pre-school learning and early childhood care and its role in improving participation of children in schools. Under this head a School Readliness Programme named “bachpanshalas” had been formulated.The idea of nursery schools to familiarize children at pre-primary level with school like environment originated in August, 2002. A proposal to set up 20 Bachpanshala in the district was made in the AWP & B 2004-05. Survey for opening of 20 bachpanshalas in the villages had been competed and selection of Instructors were made. Library books and some materials orders had been placed. These bachapanshala become function from 01.04.05 in the district.

D COMPUTER EDUCATION

The forth innovative activities is the computer aided learning for the upper primary schools children. A budget of Rs. 15 Lacs were sanctioned in this activity. 9 upper primary schools were selected and 3 computer sets, one printer, a set of educational CDs, three chairs and three tables were provided to the selected schools. All these 9 schools were issued a grant of Rs. 10000/- to each school for establishment of Computer Lab. In the school. Three teachers from these schools were imparted computer trainings. The students are learning a lot in the schools and they would also get the exposure of the computer world even staying in the rural areas.

16 BLOCK RESOURCE CENTRES

BRC is the most important place where all the activity of SSA are evolved, implemented and monitored. BRC is the nucleus of all the SSA activities. In the district there are 9 CD blocks and in all the 9 BRCs buildings were constructed. Various trainings programme organsied for the teachers and field functionaries. Several meetings were also organsied at BRCs.

17 ASSISTANT BLOCK RESOURCE COORDINATORS(ABRC)

The necessity of providing constant technical resource support to teachers at the school level has been strongly felt. Providing academic support to the schools and teachers, VEC/PTA/MTA 58 ABRCs were appointed after getting the written test by the State Project Office. Selected ABRC are lecturers, Master and JBT Teachers. Training to the ABRCs had been provided by the State Project Office, SIEMT Bhiwani, SCERT Gurgaon and DPIU, Hisar. The capacity of these ABRCS had also been developed by organsing various seminars, training, workshops and field interactions.

18 ALTERNATIVE & INNOVATIVE EDUCATIONS

The AIE is a intervention for the out of the school children. The efforts for universalization of elementary education is elusive if needs of the out of the school children cannot met. The AIE centers has to cater the need of the children and are so flexible which help them to get the education which is out of their reach due one or other reason. The main thrust area of AIE centers are:
· Providing alternative schooling facilities to children who are overaged/ non starter/drop outs.
· After a limited time period efforts have been made to bring them in Main-stream.
· Devise innovative strategies for children living in difficult circumstances or with special needs.

Under SSA Hisar there are 30 AIE centers running in which 990 students are enrolled in class 1st to 8th. Out of these 5 AIE centers were running by the Govt. Aided Schools and 25 by Nehru Yuva Kendras a NGO.

Examination of class 3rd, 5th will be conducted by the DIET and of the class 8th by the National Open schools.

19 Capacity Building

Implementations of the any project depend upon the working of the Field functionaries of the project. Merely appointing the staff is not sufficient for think that now the project will under way. On the other hand constant motivation of the functionaries, time to time update on the various strategies, interventions, new techniques & activities and specialized training will enhance the productivity of the staff.

In SSA, Hisar DPC, DGC, APCs, BRCs, ABRCs are working at various level and all are motivated, trained & dedicated. But even them their capacity had been enhanced by exposing them to trainings, workshops, meetings, sharing of experiences, exposure visits. The details of trainings, workshops, visit and meeting attended & conducted are listed here.

With the passage of time experiences of the field functionaries increased and exposure to activities running in the other states will widen their views which directly leads to enhance their capacity to work and yield desirable results. It is proposed that during 2005-06 some of them will be visited other states so that sharing of experiences would be made and both side be benefited from each other experiences. And new interventions should be experimented for achieving the “EDUCATION FOR ALL” objective of SSA in the district.